The Constructive Confrontation style to developing Self-discovery among Students of Intermediate stage” A pedagogical Advisor/

Abstract

The  aim  of  the  current  study  is  to  identify  the  effect of  the constructive  confrontation  style  to  develop,  The    self-discovery among students  of intermediate stage. In order to achieve the aim of the research and choosing its hypothesis, the experimental approach with two groups (experimental and controlled group) has been used with  pre-post-test}. The sample of this research includes (8) students  were  chosen  intentionally of those who obtained the lowest score on the scale of self-discovery, The sample of this  research is divided randomly into two groups: controlled  and experimental  with (4)  students for each group, and the researchers have adopted (Maamori, 2017) scale of self-discovery, and the researchers built the pedagogical style  according  to  the self-theory for  the  (Carl  Rogers), which includes (12) sessions and two sessions a week, which aims to develop self-discovery among students of intermediate stage. The proposed style was applied to the experimental group, while the control group did not undergo any style. The  results  of  the  research  show  that  the style of  constructive confrontation has a clear impact on the development  of  self-discovery among students of intermediate stage. In the light of the results, this study has  reached  to  some  numbers  of  conclusions  and  led  to  some recommendations and suggestions.